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Case Based Learning Aids

Case Based Learning Aids. Monica McCrory Fall 2008 SISLT9410. Overview. Overview of Case-Based Learning Typologies Definitions Examples Studies Kim & Hannafin Demetriadis et al., study Implications Issues & Questions. Case-Based Learning Overview.

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Case Based Learning Aids

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  1. Case Based Learning Aids Monica McCrory Fall 2008 SISLT9410

  2. Overview • Overview of Case-Based Learning • Typologies • Definitions • Examples • Studies • Kim & Hannafin • Demetriadis et al., study • Implications • Issues & Questions

  3. Case-Based LearningOverview

  4. CBL: a generic term that includes: • Case Studies • Case-Based Reasoning • Case-Based Teaching • Case-Based Instruction • Problem Based Learning • Problem-centered instruction • (Jonassen 2006)

  5. Jonassen’s Typology of Cases • Level 1 - Cases as Exemplars/Analogies • Worked examples • Level 2 - Cases as Analogues (CBR) • Level 3 – Case-Study Method • Level 4 – Cases as Problems to Solve • Anchored instruction • Goal-Based Scenarios • Problem-Based Learning • Student-Constructed Cases

  6. Cases can provide … • schemas that can transfer to future cases • examples to model problem-solving • stored memories that create case libraries • relevant cases to demonstrate theories • cases for authentic ex post facto analysis • and so on…

  7. Help learners construct schema based on kind Schemata: stored - retrieved - transferred (Gick and Holyoak, 1983) Examples enhance transfer (Catrambone and Holyoak, 1989) *most common Surface features vs systemic features Generalization vs analogical reasoning *Worked examples Vary formats Multiple modalities Emphasize structure Learners explain examples Cases as Exemplar/Analogies

  8. Cases as Analogues aka: Case Based Reasoning (CBR) • Experiential memories a form of intelligence • A Theory of Memory (Schank, 1990; Kolodner, 1993) • Previous case vs new case • Case libraries index common themes • Case learning exceeds expository learning • (Hernandez-Serrano, Jonassen, 2003)

  9. Case Study • Engages students in analysis of previous cases to see how others solved it • Goal: embed learning in authentic contexts • Knowledge application not acquisition • Cognitive Flexibility Hypertexts • Authentic complex, ill-structured cases

  10. Cases as Problems to Solve • “…provides background information, contextual information, and instructional supports to help students generate and test different solutions to problems presented...” • (Jonassen, 2006)

  11. Anchored Instruction • Based on situated learning theory and cognitive apprenticeships • Uses high-quality video scenarios • Learners generate problem to be solved

  12. Student-Constructed Cases • Student-authoring environment • Non-linear interconnections • Use static cognitive flexibility hypertexts present definitive body of difficult material • Students construct and elaborate their own cases • Engagement is deeper than when interpreting some else’s case • (Strobel, Jonassen, and Ionas, in press)

  13. Goal-Based Scenarios (GBS)(Schank, Fano, Bell, & Jona, 1991) • Motivation is critical aspect of learning • Creates learning environments where students want to learn. • Examples: • Advisors to President dealing with hostages in a foreign land (Bareiss & Beckwith, 1993) • Advising couples about the risk of having children with sickle-cell anemia (Schank et al., 1994)

  14. Goal-Based Scenarios (GBS)(Schank, Fano, Bell, & Jona, 1991) • Teach complex systems by identifying a goal to be achieved and a set of skills to be applied in the context of the system • Students perform authentic, real-world activities, and supported with advice in the form of stories • “Learn by doing” (Schank & Cleary, 1995)

  15. Individual or group Guided inquiry Student & Facilitator share in learning Case-oriented Structured/Scaffolded environment Cases indexed in Case Library Small groups/teams Discovery-oriented Tutor facilitates some Students collaborate Problem-oriented Struggle to define Exploration Grappling with problem Problem resolution CBL vs PBL

  16. Case-based learning • Business, Law, Science, Medical Field Teacher Preparation, Religious Studies… • Learning through doing • Situates learning in real-world • Employs higher-order thinking skills • Uses open-ended discussion • Internalizes learning

  17. CBL Aids • Cases/experiences are at the core • Real-world problem solving • Students interpret, reflect on, apply cases • Extract content & reuse it effectively • Develops expertise & flexible thinking

  18. Cases are… • Goal-focused • Concrete not Abstract • Interpreted and Connected • Compared • Indexed • Transferred • Used to construct mental models • Reiterated

  19. Provides open-ended exploration of issues Encourages debate, discussion, and exploration Encourages a more structured approach to problem-solving Efficient goal-directed Focuses on key points Advantages of CBL

  20. Learning Cycle

  21. Studies

  22. Situated case-based knowledge: An emerging framework for prospective teacher learningHyeonjin Kim, Michael Hannafin An example case

  23. A Situational Case-Based Framework in Teacher Ed • Participants: • engaged in realistic teaching-with-technology interacting with exemplary-teacher video case • Improved conceptual understanding of: teacher roles, student characteristics, pedagogy, curriculum standards, content, and technical issues, etc. • Developed routinized strategies related to specific lesson projects • Kim & Hannafin 2008 Teaching & Teacher Education

  24. Situated Case-Based Framework • Socially shared identities and beliefs • Expanded perceptions/value of technology • Identified multiple roles of computers in facilitating learning and thinking • Facilitated student interaction and ownership • Kim & Hannafin 2008 Teaching & Teacher Education

  25. Situated case-based knowledge: An emerging framework for prospective teacher learningHyeonjin Kim, Michael Hannafin http://www.intime.uni.edu/

  26. Effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning Demetriadis, Papdopoulos, Stamelos, Fischer, 2008 Computers & Education

  27. Problem - • Misconceptions due to oversimplification • Goals: • deeper domain specific knowledge • Transfer learning to novel situations • accurately match problems with solutions Demetriadis, Papdopoulos, Stamelos, Fischer, 2008, Computers & Education

  28. Purpose of Study - • To investigate whether “students’ learning and problem-solving performance in ill-structured domains can be improved if elaborative question prompts are used to activate students’ context-generating cognitive processes during the study.” • Demetriadis, Papdopoulos, Stamelos, Fischer, 2008, Computers & Education

  29. Attributes of Study - • Problem-solving • Scaffolding ill-structured domains with elaborate question prompts • Epistemic beliefs (complex vs simple) • Knowledge acquisition/knowledge transfer • Crisscrossing • Demetriadis, Papdopoulos, Stamelos, Fischer, 2008, Computers & Education

  30. Types of Prompts - • Crisscrossing activity (proposed in CFT) (Spiro & Jehng, 1990) guided students' attention to important aspects of the case thus facilitating problem representation. • Justification prompts (Lin and Lehman, 1999) facilitated knowledge transfer. • Reflection prompts (Davis and Linn 2000) increase integrated understanding of relevant science. • Self-generated questions (Scardamalia, 1984)

  31. Research Questions • H01 (Conceptual) Students in both experimental and control group perform the same in a test on acquisition of ill-structured domain conceptual knowledge. • H02 (transfer) Students in both experimental and control group perform the same when dealing with a novel problem situation. • H03 (EB effect) Learning outcomes are not affected by students EB profile.

  32. Methods • 32 Computer Science students (17 F) (Juniors) • Ss = domain novices. no previous CBL exp. • pre-test, familiarization, study, post-test • 5-Point EB instrument designed • (Jacobson et al., 1996) • CONTROL - 3 text-based scenarios on managerial decisions • EXPERIMENTAL - scaffolding questions (eCASE)

  33. Research Results • H01 (Conceptual) Students in both experimental and control group perform the same in a test on acquisition of ill-structured domain conceptual knowledge. Rejected • H02 (transfer) Students in both experimental and control group perform the same when dealing with a novel problem situation. Rejected • H03 (EB effect) Learning outcomes are not affected by students EB profile. Tentative

  34. Results • Various types of questions activate students to provide fuller answers and learning was positively affected. • Experimental group superior to control in knowledge acquisition. • Assumption that students activate these processes without prompting is not strong. • Not prompting causes lack of integration of ideas. • Deeper (more abstract) internal representations result improving performance in transfer test.

  35. Limitations • Larger sample size. • Longer study needed • Need to randomly assign students. • More questions may be needed • Questions may need to be more specific

  36. Related Research • Typology of Case-Based Learning: The Content, Form, and Function of Cases Jonassen, 2006, Educational Technology • The evolution of a collaborative authoring systems for non-linear hypertext: A design-based research study, Strobel, Jonassen, Ionas, 2008 Computers and Education

  37. More Related Research • Situated case-based knowledge: An emerging Framework for Prospective Teacher Learning Kim & Hannafin 2008, Teaching & Teacher Education • Comparing PBL with CBL: Effects of a Major Curricular Shift at Two Institutions 2007 Srinivasan, Wilkes, Stevenson, Nguyen, Slavin, Academic Medicine 82(1) • Facilitating Grounded Online Interactions in Video-Cased Based Teacher Professional Development, Nemirovsky and Galvis 2004 Journal of Science Education and Technology

  38. Implications • Integration of context-oriented questioning prompts should be considered • Methods for efficient, flexible integration of questioning components is needed • Include questions related to students’ metacognitive awareness, as well as content • Development of self-questioning skills • Ease of instructor intervention

  39. Engineering the Learning Environment for CBL

  40. Contributions to Ed. Technology • Supports for reflection • prompts and guidelines • Case libraries as a resource • Case or experience • Personal or other • old and /or new • Engineering learning environments • Sequencing activities, facilitating discussions

  41. ARCHIE-2 STABLE Design Discussion Area SMILE (LBD project BL) PIN UP TOOL Gallery Walk Tool Case Authoring Tool Case Application Suite Case Interpretation Tool HYBRIDS JavaCAP Case Libraries Learning by Design Strategies and Procedures How to Use Cases Reflective Learner Case-Based Learning Aids

  42. Responsibilities Supported • Interpreting a New Situation • Deciding Which Old Case is Most Applicable • Applying Old Cases to New Situations • Noticing Results & Explaining Reasons Why Some Scheme Did or Did Not Work • Structuring an Experience as a Case & Choosing Ways of Indexing It • Reinterpreting & Re-indexing an Old Case in Light of New Findings

  43. Contact Information: mccrorym@missouri.edu

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